When students learn how to read, it is so much fun teaching them to love reading and watching them fall deeper in love with reading each day.
Student are expected to work in groups and speak according to ground rules preset. They then were able to all partake. As I actively monitored I was able to see this come to life! I enjoyed being able to rotate around the room and monitor progress of group work. The students discussed specific questions as well as generated some of their own. (Questions that we’re self created were generated based off my suggestions and my previous questions, emulating.) At the conclusion of this assignment, students graded themselves and each other on their grou performance. I must say, that I had students being very honest and hard on themselves. It was a good conversation to have about preparedness and performance.
Happy Reading!
Kelli
To begin this year's book club series, I had the pleasure of doing the Cam Jansen and the Mystery of the Stolen Diamonds chapter book. This story is captivating and simplistic (72 pages) at the same time.
As many of you know, I have been in 2nd grade since the move from my old district. I loved 3rd grade, however it is nice at times to refresh myself on the level before to ensure I continue to remember what it takes to get to 3rd.
I love a new challenge and this group this year, has truly been a wringer, but a blessing at the same time. As readers, we have truly had to become self motivated in order to select books that are "just right" rather than grab the largest book you can find. (HA!!) Now that they are growing swiftly into chapter books, completing the first of many whole class book clubs is wonderful as we are now able to truly read and digest tougher text. (Thanks to Lucy Caulkins, for Amping Up our Reading Power)
During book clubs, my main goal is to have students develop a deeper understanding of the text, while incorporating the skills used in class settings along the way. This is a great way to cumulatively practice what has been taught all year in isolation as well as cumulatively through picture books now in a chapter book.
Group Selection
Reading groups were teacher selected. I began by thinking of students who would work well together without temptation to play, and then I gathered them on paper. I then took those students and wrote their reading levels next to their name. (While the reading level does not define them entirely as a reader, it helps me to know student word solving levels, their level of comprehension, and it gives me a hint of their level of discussion. Students who tend to struggle with comprehension, tend to have a challenging time discussing a book they may or may not have understood.)
Group Questions
Initially I used to be the teacher who use the questions that had come with the story, however I have really come to love that we have some AMAZING TPT teachers who have resources that are brilliant online. I now choose to support teachers and use their resource. I selected ____ to use her questions as they were comprehension questions that could still evolve into a discussion whether a student was sharing their opinion or adding more detail to a situation in the story.
Group Management
Student are expected to work in groups and speak according to ground rules preset. They then were able to all partake. As I actively monitored I was able to see this come to life! I enjoyed being able to rotate around the room and monitor progress of group work. The students discussed specific questions as well as generated some of their own. (Questions that we’re self created were generated based off my suggestions and my previous questions, emulating.) At the conclusion of this assignment, students graded themselves and each other on their grou performance. I must say, that I had students being very honest and hard on themselves. It was a good conversation to have about preparedness and performance.
Happy Reading!
Kelli
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